Competences for democratic culture – towards new priorities in European educational systems?

Lenz, Claudia

doi:10.4324/9780429030550-2

Cited by 5 publications

(5 citation statements)

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“…For example, in the formation of Adenosine Triphosphate (ATP), EG shows the three steps: step one is glycolysis, and the product is Glucose → 2 pyruvate; step two is Pyruvate → acetyl-CoA, and tricarboxylic acid (TCA) cycle where the end product is Pyruvate → 6CO2 and step three is the Electron transfer chain (oxidative phosphorylation where the end products 12H2 + 6O2 → 6H2O. For the CG, it was not all that simple to explain the process of ATP formation and electron transfer processes because they can see in the simulation how electrons move during the process, and this part of respiration has been a challenge in cellular respiration studies (Lenz et al, 2022;Reidelbach et al, 2021). A few in-service teachers stated it is the same as the gaseous exchange in the lungs.…”

Section: Resultsmentioning

confidence: 99%

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Kibirige

2022

J. Educ. Technol.

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Respiration is one of the difficult biology topics, and teachers have challenges effectively teaching it to minimise misconceptions. The aims of this study was to analyse the effect of guided inquiry computer simulations on pre-service teachers' performance. A quasi-experimental design was used in this study. The subject in this study involving 65 in-service teachers, consist of 33 experimental groups taught using guided inquiry computer simulations, and 32 control groups received instructions using traditional chalk-and-talk. Data were collected using the Academic Performance Test and analysed using a T-test to determine the differences between the groups. Analysis of Covariance was used to find out the effect of the intervention. Both groups were pre-tested to gauge their previous knowledge and post-tested to establish changes after the teaching. The results show experimental group surpassed the control group. Also, males and females performance in the experimental group was similar, suggesting that guided inquiry computer simulations favoured both genders. It implies that guided inquiry computer simulations are effective tools to minimise misconceptions regarding cellular respiration. Thus, the researchers recommend using guided inquiry computer simulations in qualitative and quantitative approaches with a large sample of in-service teachers from different geographic regions.

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Section: Resultsmentioning

confidence: 99%

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Kibirige

2022

J. Educ. Technol.

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“…A case-study design was implemented to analyse the challenges and opportunities faced by the participants during an internationalisation at home programme that they applied within their university modules as part of their collaboration within a three-year Erasmus+ KA2 programme. The three-year Erasmus programme entitled STEP-UP DC Student Teachers' Competences for Democratic Culture included empirical knowledge drawn from European university backgrounds, and its goal was to promote democratic citizenship within teacher education based on the Reference Framework of Competencies for Democratic Culture (RFCDC) (Lenz et al, 2022). The Erasmus programme's overarching objective was to integrate open educational resources and an online certification module (based on democratic citizenship standards and human right values) within already existing teacher education modules.…”

Section: Participants and Settingmentioning

confidence: 99%

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Dania,

Koukounaras Liagkis,

Gogoulou

et al. 2024

CEPSj

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Higher education institutions worldwide show an interest in enhancing their internationalisation initiatives by integrating innovative teaching approaches into formal curricula. A main concern is to ensure that preservice teachers enter future classrooms with a high level of civic competence. The aim of this study was to investigate the challenges and opportunities confronted within a professional development programme designed to promote preservice teachers’ competencies for democratic culture. The professional development programme was a three-year Erasmus+ KA2 programme involving the development of teacher training modules inspired by and aimed at developing competencies from the Reference Framework of Competencies for Democratic Culture. Its objective was to integrate digital resources within practicum-based learning modules based on democratic citizenship values. Following the implementation of the programme, a SWOT analysis (strengths, weaknesses, opportunities and threats) was conducted to gather data on the programme’s potential to support preservice teachers’ civic competencies. The SWOT analysis was completed by ten teacher educators from five different university departments located in two metropolitan cities in central and northern Greece. Thematic analyses were used at a case and group level. The results showed that the online affordances of the programme, combined with each department’s practicum-based learning modules, could effectively support the development of preservice teachers’ civic competencies, provided that resources were adapted with a human-centred sensitivity to the specificities of each context. In alignment with worldwide teacher education trends, we advocate for the implementation of similar programmes in the future as a ‘participatory internationalisation at home’ strategy for supporting teacher online collaboration and peer learning.

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“…Teacher competence is a fundamental ability that every teacher should own (Hakim 2015). Such competence encompasses several aspects, among others values, attitudes, skills, knowledge, and critical understanding (Lenz et al 2022;Pineda-Alfonso et al 2018). Teachers are required to master four competencies namely pedagogical competence, personal competence, social competence, and professional competence.…”

Section: The Effect Of Competence and Compensation On Teacher 1 Intro...mentioning

confidence: 99%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

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Competences for democratic culture – towards new priorities in European educational systems?

Cited by 5 publications

References 0 publications

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

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